Comparing spoken and written vocabulary use in typically developing children: Informing vocabulary selection for children with complex communication needs
Author(s)
Clendon, Sally
Westerveld, Marleen
Griffith University Author(s)
Year published
2012
Metadata
Show full item recordAbstract
This project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old New Zealand children. Similarities and differences between spoken and written words and multiword sequences were identified, and word lists were generated that can be used to assist augmentative and alternative communication (AAC) professionals as they engage in selecting vocabulary to support both face-to-face and written communication of children with complex communication needs.This project used two datasets to compare the spoken and written vocabularies of typically developing 5-, 6-, and 7-year-old New Zealand children. Similarities and differences between spoken and written words and multiword sequences were identified, and word lists were generated that can be used to assist augmentative and alternative communication (AAC) professionals as they engage in selecting vocabulary to support both face-to-face and written communication of children with complex communication needs.
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Journal Title
Journal of Clinical Practice in Speech-Language Pathology
Volume
14
Issue
2
Publisher URI
Copyright Statement
Self-archiving of the author-manuscript version is not yet supported by this journal. Please refer to the journal link for access to the definitive, published version or contact the authors for more information.
Subject
Linguistic Structures (incl. Grammar, Phonology, Lexicon, Semantics)
Clinical Sciences
Cognitive Sciences
Linguistics